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Social and Emotional Learning in U.S. Schools: Findings from CASEL's Nationwide Policy Scan and the American Teacher Panel and American School Leader Panel Surveys. Research Report. RR-A1822-2

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Alexandra Skoog-Hoffman; Asher A. Miller; Rista C. Plate; Duncan C. Meyers; Andrew S. Tucker; Gabrielle Meyers; Melissa Kay Diliberti; Heather L. Schwartz; Megan Kuhfeld; Robert J. Jagers; Lakeisha Steele; Justina Schlund – RAND Corporation, 2024

A large body of evidence indicates that well-implemented social and emotional learning (SEL) programs improve academic, social, and emotional outcomes for students and educators. Education policy has the potential to influence the high-quality implementation of SEL, from the school district, to the school, to the classroom. Before and during the…

Descriptors: Social Emotional Learning, State Policy, Educational Policy, Program Implementation